We have almost completed our first half-term of GCSE Media Studies and have our first assessment approaching. You've already covered lots of excellent content and have started developing the analytical writing skills you will need in the exams next year.
Introduction to Media - index so far We now need to create an index of all our blogposts so far. This process is an excellent start to our ongoing revision and will also highlight if you've missed anything through absence. Your index should include the following:
1) First blog task - 10 questions
2) Poster Analysis 3) Denotation and Connotation
4) Introduction to Photoshop 5) Mise-en-scene: Stranger Things 6) Camerawork - Doctor Who: Shots and angles
7) Camera Movement and Editing
8) Blog feedback and learner response
For your index, the text should link to YOUR corresponding blogpost so you can access your work quickly and easily for checking and revision. This also means if you have missed anything you can catch up with the work and notes and won't underperform in assessments and exams due to gaps in your knowledge. Creating your index To create your index, first copy the list of work above and paste it as plain text into a new blogpost called 'GCSE Media Autumn term index'. Then, open your Media blog in another tab and use your blog archive to open up all your work from last term. For each post, copy the URL - this is the web address that will end .blogspot.com/name of the post. For example: https://mediamacguffingcseyear1.blogspot.com/2020/01/representation-introduction.html Once you've got the hang of it, you should find the index only takes 10 minutes to produce.
First Media assessment
Your first Media assessment is coming up shortly - exact date specified by your teacher. You will need to revise everything in this index for the assessment.
You will be receivingblog feedbackfrom your teacher via email.
This is a very important opportunity to reflect on the work you've done so far in GCSE Media Studies and identify the areas you need to improve over the next few weeks. Whenever you receive blog feedback over email you must do the following: Open up your email in Outlook and read your feedback carefully 1) Copy and paste your feedback and Next Steps into a NEW blogpost in your blog called 'Blog feedback and Learner Response'. 2) Below the feedback paste a screenshot of you completing your Next Steps and then publish the blogpost. 3) Reply to the original email from your teacher confirming you have completed the learner response and provide a link to your learner response blogpost. This is how we get better in Media Studies - make the most of this opportunity!
In addition to camera shots and angles, we also need to learn about camera movement and editing.
Remember, writing analysis in Media means picking out the interesting or important aspects of something and then examining WHY or HOW they have been put together to create an effect on the audience.
Camera movement: notes
There are a range of key camera movements we need to learn:
Pan: horizontal turn left or right
Used to follow movement. A whip pan (very fast pan) can create a feeling of action or drama.
Track/Dolly: Camera moves on tracks/wheels
Tracks action smoothly – look for in chases or fast-moving sequences.
Handheld: camera held by hand, often shaky
Handheld camera can add urgency, realism, pace or unease to a scene.
Zoom: focal length of lens changed to make subject appear closer or further away
A zoom into a character’s face can show realisation or an emotional reaction.
Crane: Camera attached to crane – can pan, track or ‘swoop’ in or out as required
Crane shots are often high angle and show large, epic scenes of dramatic action.
Tilt: Camera tilts up or down from fixed point
The hero or villain can be made to look weak or powerful using a tilt (high/low angle).
If you want to know more about camera movement, or missed the lesson, this episode of the Shot List from Studio Binder goes into real detail:
Editing: Notes Video: Cuts and Transitions Film transitions
Cut (Straight cut, jump cut, match cut):Shot changes from one to another – the most common cut. Dissolve: Shot melts into another – often shows passing of time. Fade: Shot fades away and another shot appears. Fades to black often signify endings (of the day, scene or film)
Pace of editing The speed at which the film cuts from one shot to the next makes a huge difference to the experience for the audience. Generally, slow cuts build tension while fast cuts suggest action and excitement. Juxtaposition The word juxtaposition literally means ‘the act of placing together side by side’. In editing, this is called Parallel Editing. In film, two shots may be placed together to create meaning for the audience. E.g. A shot of the hero may be followed by a shot of his love interest to link these in the audience’s mind.
Rocket Jump film school on YouTube has an excellent video outlining cuts and transitions in editing:
Camera movement and editing: blog tasks We need to be able to recognise and analyse the camera movement and editing when studying film or television. As ever with media, we need to be able to explain theeffect this camerawork has on theaudience. What connotations are created by using this style of filmmaking?
Create a blogpost called 'Camera movement and editing'.
Re-watch the Minority Report chase scene that we analysed in class:
Blog tasks:
1) Pick threeaspects of camera movement in the Minority Report clip. Identify the type of camera movement and write about why the director chose to use that camera movement in the scene and what effect it has on the audience.
2) Pick two aspects of editing in the Minority Report clip and write about what effect it has on the audience.
3) Finally, revise last week's work on camerawork by picking out twoshots or camera angles in the clip that communicate meaning to the audience.
Extension task
Linked above is a video from Studio Binder on camera movements - read their webpage on this topic and you'll learn about this in even more detail.
Here's another example of how you write media analysis for camerawork and editing using the BBC drama clip from The Night Manager.
1) Analyse the camera movement: The camera movement at the beginning of the scene is slow, steady and fits the relaxed atmosphere as they enter the restaurant. The smooth track or dolly shot as they walk to the table (0.14 - 0.17) makes the audience feel as if they are joining the party and included in the exclusive group in the island restaurant. This all changes in the scene where the kidnappers take the main character's son. The camera movement is suddenly handheld and edgy, signalling the tension and danger to the audience. This adds realism and suspense and contrasts strongly with the smooth camera movement of the opening to the scene. The camera continues to move (handheld) throughout this scene as the kidnapping develops - this keeps the audience on edge and creates the idea that danger or something terrible may be happening. As the kidnappers try to escape, the camera pans loosely from left to right and back again (0.57) to create the effect of someone looking around to see where the next danger will appear from. Finally, when the kidnappers have gone and the boy is returned safely, the camerawork is still handheld but not as shaky as previously. This restores normality to the scene as the danger has passed.
2) Analyse the editing:
The pace of editing suddenly increases when the kidnappers burst into the restaurant (0.22) with a series of rapid cuts to communicate the drama and danger to the audience. There is then a close up of the boy's father juxtaposed with a shot of the main kidnapper holding the boy. This tells the audience these are the two critical characters for this scene and that they will decide what happens next.
There is a lot to take in for camerawork - We will be covering this across the next two weeks and returning to it when we study TV later this year.
This task will also give us an opportunity to use everything we have learned about media language so far (denotation, connotation and mise-en-scene) to improve our media analysis. Remember, writing analysis in Media means picking out the interesting or important aspects of something and then examining WHY or HOW they have been put together to create an effect on the audience. Camera Shots: Notes
Learning to accurately identify different camera shots and the effect they have on an audience is a critical skill in Media Studies. Before long, you'll find yourself naturally identifying interesting examples of camera shots, movements or angles when you're watching movies, TV or YouTube. The key aspect is always to consider WHY the director has chosen to present the scene in that way - what are they trying to communicate to the audience? Here's a great YouTuber for Film Studies - Darius Britt AKA D4Darius. Notice that he uses 'full shot' instead of long shot - but otherwise this is pretty much the same as the shots that we learn in class: Camera shots recap:
Wide shot / establishing shot (WS/ES)
Long shot (LS)
Medium shot (MS)
Medium close up (MCU)
Over-the-shoulder shot (OTS)
Close up (CU)
Big close up / Extreme close up (BCU/XCU)
Camera angle:
High angle: makes subject look small and weak.
Low angle: makes subject look big and powerful.
Unusual perspective: can be used to surprise the audience or show danger (e.g. looking down off a cliff)
Here's a reminder graphic courtesy of resource site poetryessay.co.uk:
Camerawork: Blog Tasks
We need to be able to recognise and analyse the camera shots and angles when studying film or television. As ever with media, we need to be able to explain theeffect this camerawork has on theaudience.
Create a blogpost called 'Camerawork blog tasks'.
Watch this clip from Doctor Who and complete the tasks below:
Blog tasks:
1) Pick three camera shots from the Doctor Who scene, take a screenshot and explain what type of shot it is and what meanings or effect they have on the audience.
2) Pick one camera angle that is used in the scene, take a screenshot and explain the effect it has on the audience.
3) Pick one aspect of mise-en-scene from the scene, take a screenshot and explain what connotations are being communicated to the audience.
Here's an example of how you write media analysis for camerawork using this BBC drama clip from The Night Manager.
1) Three camera shots: - The opening establishing shot clearly shows the characters getting off a boat and walking into the restaurant. This both sets the scene for the following action and also confirms the characters are very rich. - The extreme close-up on the main character's eye at 0.52 successfully communicates the intensity of the scene and the mixture of fear and emotion he feels as he watches his son being kidnapped. This has the effect of causing the audience to sympathise with the main character and wonder what will happen to the boy after being taken. - The over-the-shouldershot at 1.13 shows the main character recognises the man who saved the boy and that the man with the face injuries is not who he says he is. Like many over-the-shoulder shots, it is also a medium close-up which allows the audience to see the confusion on the main character's face and the realisation that he has seen him before. 2) Camera angles: - The power between the two key characters is shown using camera angles. The high angle shot at 1.21 looking down on the man who has been beaten up shows his powerlessness and that he will rely on others to make him better. He looks broken and defeated as the close-up shot from above shows him looking up at the main character. In contrast, the main character is shown in a low-angle close-up immediately afterwards (1.23) to show his power over the broken man. The camera is looking up at him from the perspective of the man on the floor. This introduces a clear power relationship between the two characters - emphasised by the dialogue at the end: "We're going to take care of you." 3) Mise-en-scene:
- The restaurant setting helps to communicate the wealth and power that the main character is dealing with. It is clearly a luxurious destination and the way the family greets the owner shows they go here often. The costumes support this with characters wearing expensive clothes and wearing sunglasses. Arriving by boat also shows how rich and powerful the characters are.
Mise-en-scene is a vital aspect of media language and builds nicely on our work on denotation and connotation. Mise-en-scène is a French term meaning ‘Putting on Stage’. It refers to the Media language used by the producer in their media product to communicate with their audience so…everything we see on screen. We can remember what this includes using the acronym CLAMPS:
Costume
Lighting
Actor placement and movement
Make-up
Props
Setting
When we look at a clip, image or advert in Media Studies we need to be able to identify aspects of mise-en-scene and explain the effect it has on the audience.
This video explains the power of mise-en-scene in film analysis:
Mise-en-scene: Blog tasks Watch the opening of television drama ‘Stranger Things’, a science fiction story set in the 1980s when four friends get wrapped up in a dangerous alternate universe. Create a new blogpost called 'Mise-en-scene: Stranger Things analysis'. 1) Choose THREE aspects of mise-en-scene (e.g. costume, lighting and setting) and write a short paragraph for each about the denotation and connotation and what is communicated to the audience.
For example:
Costume: The character at the start is wearing a white lab coat. This suggests to the audience...
Lighting:
Setting:
Props:
Actor placement/movement/expression:
Extension tasks
Watch the extract again. Try and write an analysis of the other aspects of mise-en-scene. Work through all the aspects of CLAMPS (the mnemonic we use to remember mise-en-scene).
Now think about the clip more generally. What does this opening sequence suggest the series will be about in terms of narrative, character and genre? What is it that tells you this?
The initial Photoshop tasks are essential in building a foundation of knowledge for what will become one of your most useful tools whilst completing your Media Studies GCSE.
Every single task that you complete in today's lesson should be uploaded to your Blog under the heading 'Introduction to Photoshop'
Colour Tasks:
1. Firstly, you need to select a colour palette that you wish to replicate throughout your task. Some recommended options include:
2. Secondly, you need to create a blank A4 page on Photoshop where you will copy your chosen image on to. Once you have done this, use the blank space below your image to create a colour palette based on your image. To do this, you will use the 'eyedropper' tool to grab a colour from your image, and the 'brush' tool to spread it across your page.
Example Palette:
3. Once you have created your palette, you should then create another A4 photoshop page and copy the blank parrot image onto it. You will then once again use the 'eyedropper' tool to select colours from your palette, followed by the 'paint bucket' tool to drop those colours into your parrot image. You should place a smaller version of your original image in the corner of your parrot image so that we can see the reference for your colour selections.
Example Finished Parrot:
Layer Tasks:
1. Firstly, open up the Photoshop file 'Layer Test' that has been posted onto GC and save a copy of it into your own MediaShare folder.
2. Secondly, look across at the layers that exist in the document. These all contain rectangles of increasing size. Your task is to reorder the layers so that I can see part of all of the rectangles in the document. You should not need to move any shapes out of the way, this is simply about reordering the layers to allow visibility.
Layer Section:
Transform Tasks:
1. Firstly, open up the Photoshop file 'Transform Test' that has been posted onto GC and save a copy of it into your own MediaShare folder.
2. Find an image on Google Images that you want to use for this task. Use Ctrl+T to enter 'Transform' mode which will allow you to both move and resize the image that you have selected.
3. Once happy with the size of your original image, right click the layer that your image is in and click the 'duplicate layer' option to create a copy. Once you have done this twice, use Ctrl+T to change the size of your two copies to make them different from the original.
Example:
Text Tasks:
1. Firstly, open up the Photoshop file 'Text Test' that has been posted onto GC and save a copy of it into your own MediaShare folder.
2. Click the 'T' icon on the left hand sidebar to access the text tool. To create a text box, you should click and drag to make a box the size that you wish for it to be.
3. You are then going to create 3 text boxes all containing the phrase 'Media Studies' with the following requirements
a. Birch Std Regular - Yellow - Size 32
b. Snap ITC Regular - Purple - Size 48
c. Forte Regular - Red - Size 72
Again, every single task that you complete in today's lesson should be uploaded to your Blog under the heading 'Introduction to Photoshop' - If you're unsure of how to do this, then please ask!
Understanding denotation and connotation is the starting point for all Media Studies analysis. Remember the definitions: Denotation: the literal meaning of something E.g. A rose is a garden plant Connotation: the suggestion behind this literal meaning (reading between the lines) E.g .The rose suggests romance and love. When writing media analysis, you need to consider the following questions:
Denotation: what do you see?
Connotation: what is suggested? What does it mean?
Analysis: what is the effect on the audience? How is this effect created? Example: Skittles
Denotation: There is some text with colourful streams behind each letter set around a pack shot of the product itself. The background appears to be sky. Connotation: The advert builds on the slogan for Skittles ‘Taste the rainbow’. The connotation of the colour suggests that Skittles are joyful, fun and will provide a positive experience for the audience. The colours are vibrant and the sky in the background creates connotations of flying – this suggests to the audience that this is an exciting product.
Analysis: The advert helps the audience understand the product as the colours reflect the actual Skittles themselves. In addition, the text across the top of the advert (referring to a ‘punch in the mouth’) uses humour to connect with the audience and suggests the brand doesn’t take itself too seriously. This adds to the positive, happy brand values that are suggested by the construction of the advert.
Denotation & Connotation blog tasks: Advert Analysis
Create a new blogpost in your GCSE Media blog called 'Denotation and connotation'.
1) Write an analysis of the WaterAid advert above using denotation, connotation and analysis. What can you see? What are the deeper meanings in the advert? What does the advert communicate to the audience? How might an audience react after seeing the advert?
2) Now choose your own choice of advert from Google images. Save it to your documents, insert it into your blogpost and write an analysis using denotation and connotation, explaining what the advert is communicating to the audience. Extension: Print advert research Read this design blog on some of the best print adverts of all time. Choose one advert that you feel is particularly powerful in terms of its use of connotations and analyse why it is so successful
Finish this for homework if you don't complete it in the lesson - due date on Google Classroom.
Welcome to GCSE Media Studies - We have a brilliant two-year journey ahead of us and can't wait to get started!
Over the next two years you will create some amazing production work, learn a huge amount about analysing the media and end up with an excellent GCSE grade. All you need to do is work hard and be creative! Your first job is to start your GCSE Media blog and sign up to Google Classroom.
Once you have your blog URL, email it to your teacher. The URL is the address on the browser that ends with .blogspot.co.uk or similar. For example: Mr Pall's blog: http://mediamacguffingcse.blogspot.co.uk/ You will need to click the 'View blog' button in the bottom left in order to see your blog on the internet and copy the URL.
IMPORTANT: It is absolutely essential you remember your log-in details for this blog - it is your Media work book for next two years. The easiest way to do this is to use your school Google account to create your blog on blogger.com. First blog task When you have set up your blog, it's time for your first blog post! Click on 'New Post' and put the title as 'First 10 questions'. You need to answer the following questions (detailed answers in full sentences please) as your first post: 1) Which part of Media are you looking forward to the most? 2) What knowledge and skills do you hope to learn in Media?
3) What grade are you realistically hoping to achieve in Media?
4) What device do you use most to access the media? (The media = news, TV, music, film, social media etc.)
5) What is your average 'screen time' (or equivalent) on your phone each day. Is this about right, too little or too much? Why?
6) What was the last TV programme or film you watched?
7) What device or subscription do you use to listen to music?
8) Do you play videogames? If so, what do you play games on and what is your favourite game?
9) Are you on social media? If so, what social media do you have and why do you like it?
10) Finally, do you think the media is a positive or negative thing for young people? Why?
Extension tasks
Watch this clip from acclaimed BBC drama series Doctor Who - recently revamped in conjunction with Disney:
Why was the casting of Ncuti Gatwa a significant moment in the history of Doctor Who?
What aspects of this scene do you think an audience might enjoy? List at least three things and explain why the audience would enjoy each aspect.
How is this scene constructed to tell the audience the history of Doctor Who? Think about the script, camerawork and acting. What can you spot in Doctor Who that you will find in most television dramas? (E.g. characters, dramatic music etc.) These are called key conventions - list as many as you can think of. What would a Doctor Who fan ('Whovian') like or dislike about this scene? Note: If the YouTube clip isn't working please let your Media teacher know.
Finish these questions for homework if you don't manage to get through them in the lesson - due date on Google Classroom.
If you DO finish everything - well done! Spend some time looking through our Media blog, particularly at last year's Media student blogs. This will give you an idea of the fantastic work you will be producing over the next two years.
The summer project is a fantastic opportunity to start planning your music video. Your summer project contains compulsory and optional elements; everybody will be researching music videos, coming up with a new music video concept and then writing a Statement of Intent first draft. However, if you wish to plan and film your production over the summer while you have time available we would fully support you in this approach.
Summer project tasks Complete the following tasks on a blogpost on your Media blog called 'Summer Project: coursework planning': 1) Research: Music videos Watch the following music videos and analyse an aspect of media language for each one:
Music video 1: Marshmello x YUNGBLUD x blackbear - Tongue Tied How is narrative used in this music video to engage the audience?
Music video 2: Years & Years - I Wish I Knew
How is camerawork and mise-en-scene used in this video? Use CLAMPS to remember the different aspects of mise-en-scene.
Music video 3: Foals - Hummer
How is editing used in this music video to engage the audience?
Music video 4: Your choice
Select a music video of your choice and analyse an element of it e.g. narrative, camerawork, editing, visual effects etc. If you're not sure which video to use you could watch some of the following:
You may also want to look a completely different, creative approach to music video - such as these Lego stop motion productions and how they use narrative:
Plan out the basic details for your music video. What song do you plan to use? Will your video be performance or narrative based (or both)? Complete the following on your blog:
Artist and song you have chosen:
Plan for music video (narrative/performance etc.):
Link to brief (one small step to improving your community):
Actors/performers you plan to use:
Locations:
Costume/make-up/props required:
3) Statement of Intent
On the same Summer Project blogpost, write the rough first draft of your 300-word Statement of Intent for the two-minute music video you plan to create. The final draft of this document will be submitted to the exam board alongside your music video production and is worth 10 marks of the overall 60 marks available. Guidance and minimum requirements can be found in the AQA brief from their NEA Student Booklet.
Summer project deadline: all tasks above due in the second lesson back in September.
Summer project: optional extensions Pre-production tasks Some students have already expressed an interest in filming their music video over the summer break. This makes a huge amount of sense - far more availability of performers, much more time to schedule filming etc. However, if you want to do this, you need to complete the following aspects of pre-production and make sure you have parental permission and that you are staying safe at all times: Music video treatment Write a full treatment for your music video - this is effectively the script for your production. You can find an example of a real music video treatment here. Shot list Write a shot list containing EVERY shot you plan to film for your music video AND additional shots to create flexibility when editing. These additional shots are often close-ups, cutaways, alternative angles or similar. I advise using a simple table on Microsoft Word to set out your shot list - you can find an example here for a student film shot list. It makes sense to write your shot list by scene or location rather than a huge list of every shot in the extract in chronological order. You also need to plan FAR more shots than you think you'll need a - a two minute music video could easily have 120+ shots in it. Mise-en-scene What iconography or mise-en-scene are you including to ensure your audience understands the genre and narrative of your music video? Plan your performers, costume, make-up, props, lighting and setting. This can be simply completed using your blog or Microsoft Word - the key aspect is to have planned all the critical details. Shooting schedule Plan a shooting schedule for your filming over the summer. Include when, where, who is required and what shots you will complete at each time/location. Again, this can be on Word or Excel or you could simply use your blog. The most important thing is that you've planned it! Non-assessed participants You will need to provide a written record of all non-assessed participants in your production work. Keep a record of everyone involved - actors, camerawork, sound etc. You will also need a keep a record of any non-original sound you used and note it on the Candidate Record Form. Keep these on your blog for easy reference when submitting your work later this year. Production: Filming Once you have completed your pre-production tasks, you can film as planned. If you are unable to film over the summer, we will have time to film this production in September. Good luck!
We have now completed our short Radio unit and two more Close Study Products for Paper 1.
We now need to create a short index to ensure we haven't missed any of the work. Keeping an index of all your Media work is extremely helpful with organisation and revision. Not only does this keep the concepts and media terminology fresh in your mind but it will also highlight if you've missed anything through absence or any other reason.
Radio: Final index Your Radio index just needs the two CSP case studies:
For your index, it needs to link to YOUR blogpost for each piece of work so you can access your previous work quickly and easily. This also means you if you have missed anything you can now catch up with the work/notes and won't underperform in future assessments/exams due to gaps in your knowledge.
Once you've completed your index, make revision cards for the two CSPs to add to the ones you have created so far this year.
Our second Radio CSP is the KISS FM Breakfast show. Remember, our Radio products are targeted CSPs and need to be studied with reference to two elements of the theoretical framework - Audiences and Industries as well as Historical, Social and Cultural Contexts. This means we need to study the way radio audiences and industries have changed over time and what impact this may have on society.
Notes from the lesson: KISS FM Breakfast show You'll find the notes from our lessons on KISS FM below.
Background and history
Kiss FM first broadcast on 7 October 1985 as a pirate radio station, initially to South London then across the whole city. Transmitting seven-days from the start, it would be regularly taken off-air by the authorities and so became a weekend operation shortly afterwards. This means that it has its origins in common with radio in the 1960s (such as Tony Blackburn’s Radio Caroline show) as KISS was originally an illegal station that became legitimate as it grew in popularity. KISS FM is now seen as more mainstream and less controversial and has been operating legally since 1990. In 2007, it was bought by international conglomerate Bauer Media.
The station developed a committed following across London of mostly young people with figures in the press at the time stating that the station attracted some 500,000 listeners while operating as an unlicensed pirate station.
Gordon Mac approached a successful London club promoter, Guy Wingate, to discuss ways of improving the KISS FM profile. As a result, Wingate launched the very successful Kiss nights at the Wag Club where DJs from the station would DJ night club nights. These nights increased the station's reputation as a young person’s music radio station.
KISS FM Breakfast show with Jordan and Perri
KISS has tried to move with the times by engaging on social media with its listeners and by bringing in DJs who they think will appeal to a younger target audience. Jordan and Perri took over the KISS FM Breakfast show in summer 2020 after previous hosts Rickie, Melvin and Charlie left for BBC Radio 1.
KISS FM deliberately chose younger replacements who have a big social media following (Perri has over one million followers on TikTok).
Personal relationships: important for breakfast radio
Applying Blumler and Katz's Uses and Gratifications theory, a key aspect of the KISS FM Breakfast show is the personal relationship the audience feel they have with the presenters Jordan and Perri. They took over the KISS FM Breakfast show in July 2020 after finding fame as part of the dance group Diversity and also presenting a weekend show on the station. The two are good friends who have worked together for over 10 years and KISS hope that natural chemistry will appeal to their listeners.
Here's just one of the ways KISS FM first introduced their Breakfast show team:
KISS FM deliberately chose breakfast show hosts who are:
Members of a dance troupe called Diversity who appeared on Britain’s Got Talent (watch their first performance below)
Friends in real life and have a natural 'chemistry' which is so important for breakfast radio and connecting with audiences. They are known for their 'banter' and personality.
Connected to political movements such as Black Lives Matter (see clip below)
Diversity - Britain's Got Talent audition:
Diversity - Black Lives Matter:
Active v passive audience
What opportunities are there on KISS FM for audiences to actively engage?
Listeners can send in requests or shout outs to friends via social media platforms (KISS FM are particularly active across Instagram, Snapchat and TikTok).
Audience interaction and involvement is a key aspect to the Breakfast show and Perri has over a million followers on TikTok.
Audiences can download the KISS Kube app to stream shows at a time convenient to them.
KISS runs over 100 events every summer that helps them connect with 300,000+ listeners. They also host an annual Halloween event at Wembley Arena for 11,000 fans.
Industry contexts
KISS is part of Bauer Radio, a subsidiary of the Bauer Media Group (BMG). This multinational cross-media group owns numerous magazine and radio brands but also has interests in digital media, TV streaming and event organisation, mostly linked to its radio and magazine properties. This makes Kiss FM commercial radio - the opposite to the BBC and public service radio.
The KISS Network is made up of KISS, KISSTORY and KISS Fresh alongside recently launched online stations KISS Bliss (chilled out music), KISS Dance and KISS Garage. Each of these targets its own audience within the 15–34 age group with different styles and types of content. All are available on a number of different platforms, but the range is not the same for each of the brands.
All are available on the KISS website and the KISS Kube app, but only KISS is available on FM radio. In contrast, only KISS and KISSTORY can be received on DAB (Digital Audio Broadcasting).
KISS listening figures
Like most traditional media brands, KISS FM is struggling to maintain its audience in the digital age. The previous breakfast show hosted by Rickie, Melvin and Charlie had over 2 million listeners but by the time Jordan and Perri took over it was already down to 1.4m. The most recent figures have Jordan and Perri at 980,000 listeners so less than half the 2m figure the KISS FM Breakfast show used to enjoy.
How does KISS FM make money?
Bauer Media Group revenue was 2.2 BILLION euros (see Bauer website here for more details) which demonstrates how much money is made across their many media brands.
KISS FM makes money through advertising, sponsorship and events (such as summer festivals and the Wembley Arena Halloween party). The KISS FM Breakfast show is one of the most popular slots for the radio station so losing around one million listeners over the last few years means Bauer Media cannot make as much money from the KISS brand as it used to. Indeed, Bauer Media Group's revenue is down from 2.3bn euros - in part due to the increasing pressure on traditional media such as magazines and radio.
The changing nature of radio
Young people tend to listen to radio much less as the media landscape is saturated with other products for them to consume (games, apps, numerous TV channels, streaming services, etc). Also, people now expect to consume media products not in a linear fashion (you turn on the radio and hear what’s currently broadcast) but on-demand (streaming services such as Spotify, Amazon Music and Deezer). This means Kiss FM is attempting to target an audience of 15-34 year olds who are consuming media in a totally different way compared to radio in the 1960s.
Radio in the 1960s v radio today
There are many differences in the radio industry between the launch of BBC Radio 1 in 1967 and the global online marketplace we see today:
More radio stations broadcasting (There are around 600 licensed radio stations in the country) and thousands of online broadcasters.
Improved quality as radio moved from AM to FM and now to DAB (Digital Audio Broadcasting).
Radio stations have become increasingly specialised (look at KISS, KISSTORY and KISS FRESH or rivals Absolute Radio, Absolute 60s, 70s, 80s, etc.)
Many shows are downloadable on-demand (e.g. as podcasts), on a range of devices (e.g. using iPlayer on TV) and streaming-only ‘stations’ (e.g. Spotify ‘stations with no DJs')
Regulation: how is KISS FM regulated?
KISS FM is regulated by Ofcom. This means the KISS FM Breakfast show must follow the Ofcom broadcasting code and not include anything inappropriate for children or younger listeners.
In 2006, KISS was fined a record fee for any UK commercial radio station of £175,000 by media regulator Ofcom. Ofcom punished KISS for "numerous and serious breaches" of broadcasting codes after receiving 10 complaints from April to November 2005. They involved prank calls on the Bam Bam breakfast show where consent was not sought from the victims and controversial material aired when children were likely to be listening. KISS said it accepted the findings and apologised for any offence. You can read more on that case here.
KISS FM Breakfast show CSP: blog tasks
Work through the following questions to complete your final Radio case study on the KISS FM Breakfast show CSP:
Audience
Look at the KISS media pack carefully. This will give you a brilliant background to the brand and how they target their audience (important note: it features the old Breakfast presenting team).
Answer the following questions:
1) Read page 2. What is KISS FM's mission?
2) Look at page 3. What is the target audience for KISS FM? As well as writing the key statistics from the media pack, try and suggest what psychographic groups would fit the KISS audience too. 3) Now look at page 5 - The KISS network. How does KISS use digital media and technology to reach its audience? 4) Now look at the other side of page 5. What content do KISS Fresh and KISSTORY offer and how can audiences access those stations? 5) Read page 6. What are the different ways audiences can actively engage with the KISS radio brand?
6) Are listeners to the KISS Breakfast show active or passive? You can argue this point either way - explain your opinion in your answer. 7) Now think about the clips you've watched or listened to of the KISS FM Breakfast show with Jordan and Perri. What audience pleasures are offered by the KISS FM Breakfast show? Use Blumler and Katz Uses and Gratifications theory here.
8) How have audiences changed in terms of how they listen to music and radio since the 1960s?
9) How does the KISS FM Breakfast show contrast with Tony Blackburn's 1967 Radio 1 Breakfast show and the launch of BBC Radio 1?
10) Use Stuart Hall's Reception theory to offer a preferred and oppositional reading of the KISS FM Breakfast show. For the preferred reading, why do fans love the show? On the oppositional side, why might someone criticise the show or not want to listen?
Industry 1) When did KISS FM first launch and what type of station was it then? 2) Look at the Bauer Media Group's list of brands. How many different types of media can you find on there? What brands do you recognise?
3) How does KISS FM make money?
4) How many listeners does the KISS Breakfast show have and how has this changed in recent years?
5) How is KISS FM regulated and what can happen if they break the rules?
Finally, try this exam question on Radio: How successful have radio stations like KISS FM been in attracting a young audience to traditional radio? Due date on Google Classroom
